1. Academic identity and disciplinarity A workshop exploring the relationship between disciplinarity and academic practice Photo: AerospaceSolution Photo: PaulWicks Photo: Hayonaton Photo: Alex WatsonPhoto: NorwayToday 1 DRAFT

2. Session plan Introduction Academic identity/identities Exploring disciplinarity Disciplinarity and multidisciplinarity Personal theories of teaching Disciplinarity and the curriculum Photo: Andrei Ceru 2 DRAFT

3. Session Aims To articulate possible meanings for ‘academic identity’ and its impact on practice To explore disciplines, disciplinarity and academic practice To set out ‘personal theories’ of teaching To consider where disciplinarity features in curriculum design 3 DRAFT

4. What might we mean by identity? ‘In its very nature, being a member of a disciplinary community involves a sense of identity and personal commitment, a ‘way of being in the world’, a matter of taking on ‘a cultural frame that defines a great part of one’s life’ (Geertz 1983).’ (Becher and Trowler 2001) 4 DRAFT

5. Discussion: How has your academic identity/ies developed? What routes have you taken through one or more disciplines to arrive in your current position? How has your entry into the disciplinary community shaped your thinking and practice? 5 DRAFT

6. Academic identity and teaching ‘One surely would assume that teacher identities are constructed also in interaction with many other factors (e.g., past and present learning experiences, observations of past teachers, and how one is uniquely positioned, within the department but also the wider society, in terms of the intersection of numerous other socio- cultural factors, including race, ethnicity, age, SES, religion, gender, sexuality, etc.)’ (Kreber, 2009) 6 DRAFT

7. Academic identity and teaching After reading Kreber’s quote on the previous slide, please identify up to 3 factors that contribute to your sense of ‘identity’, and that influence your teaching. (It might also be useful to think of these in terms of values or ideals or Geertz’s ‘cultural frame’.) Can you suggest specific ways in which your sense of academic identity has an impact upon your teaching? 7 DRAFT

8. Artefact activity Please present an object, picture, image or text that you feel relates to your sense of academic identity. Please describe your reasons for selecting it. What comments do other members of the group have? How is your object similar or different from those chosen by group members? Could you use an exercise like this with graduate students? 8 DRAFT

9. Exploring disciplinarity Photo: Airessantos 9 DRAFT

10. Free writing At the top of the page, please write the name of a discipline with which you would associate yourself. Now write continuously for 3-4 minutes on the ways in which this disciplinary identity shapes your thinking or approach to academic work. 10 DRAFT

11. Free writing Please write a discipline with which you would associate yourself. Now write continuously for 3-4 minutes on the ways in which this disciplinary identity shapes your thinking or approach to academic work. What are some of the central characteristics of ways of thinking and practising in your discipline? 11 DRAFT

12. Free writing Please write a discipline with which you would associate yourself. Now write continuously for 3-4 minutes on the ways in which this disciplinary identity shapes your thinking or approach to academic work. What are some of the central characteristics of ways of thinking and practising in your discipline? Please discuss your ideas with another person in the workshop. 12 DRAFT

13. Disciplinary groupsNature of knowledge Pure sciences (e.g. physics): ‘hard-pure’ Cumulative; atomistic (crystalline/tree-like); concerned with universals, quantities, simplification; impersonal; clear criteria for knowledge verification and obsolescence; consensus over significant questions to address; results in discover/explanation Humanities (e.g. history) and pure social sciences (e.g. anthropology): ‘soft- pure’ Reiterative; holistic (organic/river-like); concerned with particulars, qualities, complication; personal, value-laden; dispute over criteria for knowledge verification and obsolescence; lack of consensus over significant questions to address; results in understanding/interpretation Technologies (e.g.) mechanical engineering, clinical medicine): ‘hard- applied) Purposive; pragmatic (know-how via hard knowledge); concerned with mastery of physical environment; applies heuristic approaches; uses both qualitative and quantitative approaches; criteria for judgement are purposive, functional; results in products/techniques Applied social science (e.g. education, law, social administrations): ‘soft-applied’ Functional; utilitarian (know-how via soft knowledge); concerned with enhancement of professional practice; uses case studies and case law to a large extent; results in protocols / procedures From Becher and Trowler, 2001. p. 36 13 DRAFT

14. Please consider Becher and Trowler’s table of disciplines on the previous slide -Offer a critique of the categories. How would you revise them? -Where in this schema (or in a revised one) would you locate your own discipline? -Write a description of the ‘disciplinary group’ with which you associate your work and the nature of knowledge that emerges from this area -This framework was written in the 1990s. How have conceptions of disciplines changed since then? What changes might we see in universities of the future? 14 DRAFT

15. Discussion point: What is your response to Henkel’s point about disciplines and specialisation? ‘As disciplines subdivide, multiply and become more specialised, they become a more disintegrative force as far as the enterprise [university] is concerned. It is more difficult for their members to make connections with each other, let alone across disciplinary boundaries …’ Henkel, 2000, p. 20 Photo: Jim Forrest 15 DRAFT

16. Disciplinary perspectives Please see Activity 4 on the associated list of activities for this unit. Photo: Diorama Sky 16 DRAFT

17. Interdisciplinarity and multidisciplinarity Of courses, disciplines are not single, fixed, monolithic entities. Increasingly, students and academics work in interdisciplinary or multidisciplinary contexts. Photo: EllasDad 17 DRAFT

18. Interdisciplinary/ multidisciplinary work Please think of an example of interdisciplinary (or multidisciplinary) work that you’ve been involved with. This could be a piece of research, a shared course, a project, etc. Please jot down some notes about a brief account of the work ways in which different subject practices were evident Benefits of working within a mutidisciplinary group Challenges of working in a multidisciplinary. 18 DRAFT

19. Devising and solving interdisciplinary problems Please see worksheet for activity 10. Photo: Andrei Ceru 19 DRAFT

20. Devising/solving interdisciplinary problems Plenary discussion about the task: What worked well about this task? Did your group draw on the different disciplinary backgrounds of its members? How could the task be improved? How could an activity like this be used in teaching? 20 DRAFT

21. What does this mean for practice? Photo: Wonderlane 21 DRAFT

22. Teaching practices and departmental cultures Kreber (2009) reminds us that sometimes teaching, learning and assessment practices are attributed to disciplines, but may equally have much to do with the local culture of departments or other internal university structures? 22 DRAFT

23. Personal theories of teaching ‘However, although both the disciplinary and departmental context likely exert an influence on the ways in which faculty approach teaching and assessment, individual teachers’ ‘personal theories of teaching’ as well as their perceptions of self, surely also play a significant role. ‘Personal theories of teaching’ refer to how we conceptualize teaching and learning (e.g., do we think of teaching as transmission of information and of learning as accumulation of facts, or do we think of teaching as promoting conceptual change and of learning as a transformative process possibly leading to the creation of knowledge?)’ - Kreber, 2009, drawing on Prosser and Trigwell 23 DRAFT

24. What are your personal theories of teaching? Please jot down 2 or 3 ‘personal theories’ or general principles that characterise your approach to learning, teaching and assessment. 24 DRAFT

25. Identity, disciplinarity and the curriculum ‘Traditionally for a would-be academic the process of developing that identity and commitment may well begin as an undergraduate, but is likely to be at its most intense at the postgraduate stage, culminating in the award of a doctorate…’ (Becher and Trowler 2001) 25 DRAFT

26. Postgraduate study and academic identity formation Structures that determine the nature of a PhD also have an impact on the type of researchers that are accepted onto PhD programmes and the type of research that is carried out. (Frederico de Matos, unpublished PhD, 2012) What kind of subject specialists are you hoping that your graduate courses inspire? What would be the attributes of a newly qualified PhD in your field? How does your graduate curriculum support the development of these qualities? Photo: Andrei Ceru 26 DRAFT

27. Disciplinarity as part of the curriculum Please consider a teaching programme on which you work. (This could be an entire degree course or a subsection.) Where are the opportunities for students to talk about what it means to be a discipline specialist (eg. A biologist, an engineer, a historian, etc.) How could tacit awareness of the discipline (or disciplines) be made more explicit for students? 27 DRAFT

28. References Becher and Trowler (2001) ‘Academic Disciplines’ in Academic Tribes and Territories. 2 nd Edition. SRHE/Open University Press. Henkel, M. (2000) Academic Identities and Policy Change in Higher Education. London: JKP. Kreber, C. (2009) The University and its disciplines: Teaching and learning within and beyond disciplinary boundaries, Ed. Kreber, C., London: Routledge. 28 DRAFT

29. Learning Resource Metadata Field/ElementValue: TitleAcademic Identity and Disciplinarity Description A workshop exploring the relationship between disciplinarity and academic practice ModuleTheme 9 – Academic Identity and Disciplinarity SubjectHE - Education AuthorJane Hughes & Colleen McKenna: HEDERA, 2012 OwnerThe University of Bath AudienceEducational developers in accredited programmes & courses in higher education. Issue Date02/07/2012 Last updated Date02/07/2012 VersionDraft – V1 PSF MappingA2, A4, K4 LicenseCreative Commons Attribution-ShareAlike 2.0 UK: England & Wales LicenseCreative Commons Attribution-ShareAlike 2.0 UK: England & Wales License. Keywords ukoer, education, discthink, disciplinary thinking, hedera, university of bath, omac, learning spaces, classroom design, mobile learning, e-learning, learning environment, student experience, learning technologies, e-learning, DRAFT 29